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Jasmin Godemann - One of the best experts on this subject based on the ideXlab platform.

  • Knowledge integration a key challenge for transdisciplinary cooperation
    Environmental Education Research, 2008
    Co-Authors: Jasmin Godemann
    Abstract:

    In both transdisciplinary education and transdisciplinary research projects, bodies of Knowledge must be brought together which are structured in fundamentally different ways. Besides the clear divide between practical, Everyday Knowledge and academic Knowledge, there is also a range of distinct discipline‐based outlooks; all of these are to be integrated in order to reach solutions to practical problems, and to create new Knowledge that transcends disciplinary boundaries. The different forms of Knowledge present within a transdisciplinary team represent an important resource for problem‐solving. However, this raises the question of how – in spite of or because of these differences – Knowledge can be exchanged and ultimately integrated in such a manner as to achieve common goals. The process of Knowledge integration is key to the added value of transdisciplinary research; it is therefore well worth examining the process in a more differentiated manner. The paper draws upon findings from social psychology ...

  • Knowledge integration a key challenge for transdisciplinary cooperation
    Social Science Research Network, 2008
    Co-Authors: Jasmin Godemann
    Abstract:

    In both transdisciplinary education and transdisciplinary research projects, bodies of Knowledge must be brought together which are structured in fundamentally different ways. Besides the clear divide between practical, Everyday Knowledge and academic Knowledge, there is also a range of distinct discipline-based outlooks; all of these are to be integrated in order to reach solutions to practical problems, and to create new Knowledge that transcends disciplinary boundaries. The different forms of Knowledge present within a transdisciplinary team represent an important resource for problem solving. However, this raises the question of how – in spite of or because of these differences – Knowledge can be exchanged and ultimately integrated in such a manner as to achieve common goals. The process of Knowledge integration is key to the added value of transdisciplinary research; it is therefore well worth examining the process in a more differentiated manner. The paper draws upon findings from social psychology on information and Knowledge transfer and group dynamics to illuminate the process of generating transdisciplinary Knowledge. It intends to contribute to the further development of transdisciplinary collaboration practice. The paper also provides specific recommendations which are useful in research and education processes.

Noriyuki Inoue - One of the best experts on this subject based on the ideXlab platform.

  • minimalism as a guiding principle linking mathematical learning to Everyday Knowledge
    Mathematical Thinking and Learning, 2008
    Co-Authors: Noriyuki Inoue
    Abstract:

    Studies report that students often fail to consider familiar aspects of reality in solving mathematical word problems. This study explored how different features of mathematical problems influence the way that undergraduate students employ realistic considerations in mathematical problem solving. Incorporating familiar contents in the word problems was found to have only a limited impact. Instead, removing contextual constraints from the problem goal was found to motivate students to validate their problem solving in terms of their Everyday experiences. Based on these findings, what determines the authenticity and relevance of a mathematical problem seems to be whether the problem allows students to freely reconstruct the problem situation by making use of their imagination and Everyday experiences. In short, the basic principle seems to be “less is more”; that is, fewer constraints in problem goals could function to help students personally associate problem solving with their Everyday experiences.

Diane Silva Pimentel - One of the best experts on this subject based on the ideXlab platform.

  • scientific discourse in three urban classrooms the role of the teacher in engaging high school students in argumentation
    Science Education, 2009
    Co-Authors: Katherine L Mcneill, Diane Silva Pimentel
    Abstract:

    Argumentation is a core practice of science and has recently been advocated as an essential goal of science education. Our research focuses on the discourse in urban high school science classrooms in which the teachers used the same global climate change curriculum. We analyzed transcripts from three teachers' classrooms examining both the argument structure as well the dialogic interactions between students. Between 19% and 35% of the discourse focused on scientific argumentation in that students were using evidence and reasoning to justify their claims. Yet in terms of dialogic interactions, only one teacher's classroom was characterized by student-to-student interactions and students explicitly supporting or refuting the ideas presented by their peers. This teacher's use of open questions appeared to encourage students to construct and justify their claims using both their scientific and Everyday Knowledge. Furthermore, her explicit connections to previous students' comments appeared to encourage students to consider multiple views, reflect on their thinking and reflect on the thinking of their classmates. This study suggests that a teacher's use of open-ended questions may play a key role in supporting students in argumentation in terms of both providing evidence and reasoning for students' claims and encouraging dialogic interactions between students. © 2009 Wiley Periodicals, Inc. Sci Ed94:203–229, 2010

Paul Brown - One of the best experts on this subject based on the ideXlab platform.

  • managing the intractable communicative structures for management of hexachlorobenzene and other scheduled wastes
    Journal of Environmental Management, 2009
    Co-Authors: I D Rae, Paul Brown
    Abstract:

    This paper explores issues of governance and decision-making structures associated with the problem of hexachlorobenzene (HCB) waste at Botany in New South Wales. From a government perspective, the problem is 'downstream' of a well-known national controversy over whether Australia should have a high-temperature incinerator (HTI) to 'dispose' of such scheduled wastes. The 1992 decision not to proceed with HTI followed an extensive process of public consultation, which, against the expectations of industry and government, saw the emergence of Australia-wide community opposition. Alternative national management plans were formulated for the treatment of several types of organochlorine waste, with the scheme of these plans first approved in 1993 by the Australian and New Zealand Environment and Conservation Council (ANZECC). The HCB Management Plan is one of three such plans (the others being for PCBs and organochlorine pesticides). With this, ANZECC established the Scheduled Waste Management Group comprising government officials, and the National Advisory Body (NAB) made up of stakeholders. Officially the NAB had oversight of the HCB problem until 2002 when it was disbanded. As a result of the HTI experience, new community consultation protocols were introduced in association with the alternative management plans. For HCBs, which are confined almost entirely to Orica's Botany site in southeastern Sydney, this led to the establishment of the Community Participation and Review Committee (CPRC), a representative body with review and advisory functions. This paper draws conclusions from this history about government processes of decision making, the role of individual and institutional actors, the central importance of trust, and the democratisation of risk management. Using concepts delineated by McDonell [1991. Toxic waste management in Australia: why did policy reform fail? Environment 33(6), 11-13, 33-39; 1997. Scientific and Everyday Knowledge: trust and the politics of environmental initiatives. Social Studies of Science 27, 819-863.] we identify swings towards, then away from institutionalised trust. Across two decades, government and industry have placed faith in centrally controlled mechanisms for public participation, hoping to garner trust and legitimate privileged technological solutions. On the 'backswings', these processes have seen public trust dissipate in the face of government misunderstanding of the opportunities for effective bureaucratic interventions.

Katherine L Mcneill - One of the best experts on this subject based on the ideXlab platform.

  • elementary students views of explanation argumentation and evidence and their abilities to construct arguments over the school year
    Journal of Research in Science Teaching, 2011
    Co-Authors: Katherine L Mcneill
    Abstract:

    Science includes more than just concepts and facts, but also encompasses scientific ways of thinking and reasoning. Students' cultural and linguistic backgrounds influence the Knowledge they bring to the classroom, which impacts their degree of comfort with scientific practices. Consequently, the goal of this study was to investigate 5th grade students' views of explanation, argument, and evidence across three contexts—what scientists do, what happens in science classrooms, and what happens in Everyday life. The study also focused on how students' abilities to engage in one practice, argumentation, changed over the school year. Multiple data sources were analyzed: pre- and post-student interviews, videotapes of classroom instruction, and student writing. The results from the beginning of the school year suggest that students' views of explanation, argument, and evidence, varied across the three contexts with students most likely to respond “I don't know” when talking about their science classroom. Students had resources to draw from both in their Everyday Knowledge and Knowledge of scientists, but were unclear how to use those resources in their science classroom. Students' understandings of explanation, argument, and evidence for scientists and for science class changed over the course of the school year, while their Everyday meanings remained more constant. This suggests that instruction can support students in developing stronger understanding of these scientific practices, while still maintaining distinct understandings for their Everyday lives. Finally, the students wrote stronger scientific arguments by the end of the school year in terms of the structure of an argument, though the accuracy, appropriateness, and sufficiency of the arguments varied depending on the specific learning or assessment task. This indicates that elementary students are able to write scientific arguments, yet they need support to apply this practice to new and more complex contexts and content areas. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 793–823, 2011

  • scientific discourse in three urban classrooms the role of the teacher in engaging high school students in argumentation
    Science Education, 2009
    Co-Authors: Katherine L Mcneill, Diane Silva Pimentel
    Abstract:

    Argumentation is a core practice of science and has recently been advocated as an essential goal of science education. Our research focuses on the discourse in urban high school science classrooms in which the teachers used the same global climate change curriculum. We analyzed transcripts from three teachers' classrooms examining both the argument structure as well the dialogic interactions between students. Between 19% and 35% of the discourse focused on scientific argumentation in that students were using evidence and reasoning to justify their claims. Yet in terms of dialogic interactions, only one teacher's classroom was characterized by student-to-student interactions and students explicitly supporting or refuting the ideas presented by their peers. This teacher's use of open questions appeared to encourage students to construct and justify their claims using both their scientific and Everyday Knowledge. Furthermore, her explicit connections to previous students' comments appeared to encourage students to consider multiple views, reflect on their thinking and reflect on the thinking of their classmates. This study suggests that a teacher's use of open-ended questions may play a key role in supporting students in argumentation in terms of both providing evidence and reasoning for students' claims and encouraging dialogic interactions between students. © 2009 Wiley Periodicals, Inc. Sci Ed94:203–229, 2010